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  1. NOMAD – 24(3-4), 2019

    Volume 24, No 3-4, November 2019

    e-NOMAD

    [PDF] displays the full text pdf. The two most recent volumes are password protected. Use ”Open access” in the menu for full text of older articles.

    Editorial

    Thomas Kaas
    Tilgange til tidlig algebra
    [PDF]

    Peter Hästö and Riikka Palkki
    Finnish students’ flexibility and its relation to speed and accuracy in equation solving
    [PDF]

    Anna-Maija Partanen and Pieti Tolvanen
    Developing a frame for analysing different meanings of the concept of variable mediated by tasks in elementary-school mathematics textbooks
    [PDF]

    Inger Eriksson, Sanna Wettergren, Jenny Fred, Anna-Karin Nordin, Martin Nyman och Torbjörn Tambour
    Materialisering av algebraiska uttryck i helklassdiskussioner med lärandemodeller som medierande redskap i årskurs 1 och 5
    [PDF]

    Jenny Fred
    Att designa för elevers deltagande i ett algebraiskt arbete – elever i årskurs 2 och 3 utforskar visuellt växande mönster
    [PDF]

    Helena Eriksson
    Algebraic thinking and level of generalisation: students’ experiencing of comparisons of quantities
    [PDF]

    Cecilia Kilhamn and Ann-Sofi Röj-Lindberg
    Algebra teachers’ questions and quandaries – Swedish and Finnish algebra teachers discussing practice
    [PDF]

    Skapad: 2019-11-27 kl. 16:33

  2. NOMAD 24(3-4), 2019

    Developing a frame for analysing different meanings of the concept of variable mediated by tasks in elementary-school mathematics textbooks

    Anna-Maija Partanen and Pieti Tolvanen

    Abstract
    Pupils’ studies in arithmetic can support the development of their algebraic thinking if arithmetic is taken as a starting point for generalising in sense-making discussions. One of the most prominent concepts in algebra is that of the variable, which can have many different meanings, depending on its context. In this paper, we develop a frame for content analysis of tasks in elementary-school mathematics textbooks. New categories for the meaning of variable are added to previous summaries, based on the literature review and the analysis. The developed frame can be used for analysing curricular materials, especially at the elementary-school level.

    Anna-Maija Partanen
    Anna-Maija Partanen is a senior university lecturer in mathematics education at the University of Lapland in Finland. She is also the director of LUMA -centre Lapland. Her research interests are the discussion culture of mathematics classroom and early-algebraic approaches to teaching in elementery school.

    Pieti Tolvanen
    Pieti Tolvanen is a lecturer in didactics of mathematics, physics and chemistry for pre-service class teachers and a PhD candidate in Faculty of Education at University of Lapland in Finland. His research interest is the development of elementary pupils’ algebraic thinking.

    Skapad: 2019-11-27 kl. 16:04

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